Abstract

This article reports an investigation of the intuitive scientific ideas and understandings of 321 preservice
elementary teacher education students enrolled in the 2nd year of a 3-year program. The sample
completed a physical science concept challenge instrument by responding, in writing, to open-ended
questions about the concepts of floatinglsinking, the nature of matter, air pressure and its effects, and the
balance beam. Subjects’ responses and explanations were analyzed, and response categories established.
The results reveal that the majority of subjects, with the exception of a high proportion of those who had a
successful senior high school background in physics and chemistry, have misunderstandings in these basic
concept areas. It is argued that teachers should have a sound conceptual knowledge base in order to
implement effective problem-solving strategies in the elementary science classroom. The importance of
teaching science in elementary schools is widely acknowledged, therefore, teacher educators must identify
and implement more effective strategies for science instruction in preservice teacher education courses that
will enable all students to construct scientifically accurate concept knowledge.

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